Secondary Mathematics Teachers' Positionings in Relation to Working With English Learners

• In Event: Moscone Center West Roundtable Session 2
  In Roundtable Session: Addressing Issues of Equity in Mathematics Education

Abstract

This study examined what changes took place in the understandings of the four secondary mathematics teachers about working with English learners (ELs) as a result of their participation in a graduate level hybrid teaching English as a second language (TESL) course. Additionally, this study explored how participating the course influenced the mathematics teachers’ positionings in relation to ELs. The results of the study suggest that the course improved the participant teachers’ knowledge and some of the deficit beliefs regarding EL instruction but the course did not challenge the participant teachers’ positionings in relation to ELs. This study calls into question the reasonableness of expecting a semester-long course on EL education to adequately prepare teachers to work effectively with ELs.

Author

• Refika Turgut, University of South Carolina - Upstate